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題名 | 小組獎勵對國小兒童分組學習表現的影響 |
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作 者 | 周立勳; | 書刊名 | 嘉義師院學報 |
卷期 | 9 1995.11[民84.11] |
頁次 | 頁175-222 |
分類號 | 523.33 |
關鍵詞 | 小組獎勵; 國小; 兒童; 分組學習; |
語文 | 中文(Chinese) |
中文摘要 | 合作學法的發展與研究為晚近影響班級教學革新的重要勢力。雖然許多實證研究指出實施合作學習可積極影響學生學習表現,但在探討合作學習何以能增進學習表現方面,理論與研究上則尚有爭議,獎勵的效用即是其中的例證。 本研究旨在探討國小分組教學中應用小組獎勵的效果,釐清小組獎勵對學生學習表現的影響路徑。經以國小五年級139名學生為對象,進行四週的自然科分組教學的實地實驗。結果發現:競爭、合作小組獎勵結構對學生學習動機、學習成就與互動行為等學習表現並無顯著的影響;小組獎勵之結果係透過小組的互動、成就預期與專注學習之學習動機的路徑,再影響學習成就表現。 棖據實驗結果本研究獲致的結論是: 一、在國小分組教學中,運用合作與競爭小組獎勵結構對學生表現無顯著積極的影響。 二、在國小分組教學中,小組獎勵的結果對學生學習表現的影響重於小於獎勵結構。 三、在分組合作學習中,團體互動經驗是影響學生學習表現的關鍵。 |
英文摘要 | The development and research of cooperative learning has been an important influence on reforming classroom teaching recently. Many empircal researches has revealed that the effects of implementing cooperative learning on student's learning performace was positive. But in exploring how cooperative learning could enhance learning performance, some arguments still existed among theories and researches. The utilization of group reward is one of the instance. The purpose of this study is to explore the effects of applying group reward on small group teaching in elementary school and to clarify the paths which students gain benefits from applying group reward. Hence, this study used 139 fifth grade children as subjects to conduct a field experiment. Small group teaching will be experimented on three nature science classes for four weeks. The findings of this study were as follows: there was no significant effects on learning motivation, group interaction, and achievement between competitive, cooperative, and control reward structures; the paths effected by group reward was through group interaction, learning motivation (expectancy, and on-task), then to learning achievement. From the findings of experiment, this study concludes that: 1.on applying neither cooperative nor competitive group reward structure for small group teaching in elementary school, the effects on student's learning performance are no significant; 2.on applying group reward for small group teaching in elementary school, the outcome of group reward is more effective to student's learning performance than the structure of group reward; 3.on implementing cooperative learning for small group teaching, these experiences of group interaction are determinants in effecting student's learning performance. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。